Philadelphia Academy CS Charter School Plan 07/01/2015 -‐ 06/30/2018
2
Charter School Profile Demographics 11000 Roosevelt Blvd Philadelphia, PA 19116 (215)676-‐8320 AYP Status: CEO: Date of Local Chartering School Board/PDE Approval: Length of Charter: Opening Date: Grade Level: Hours of Operation: Percentage of Certified Staff: Total Instructional Staff: Student/Teacher Ratio: Student Waiting List: Attendance Rate/Percentage: Enrollment: Per Pupil Subsidy: Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December:
None Ernest Brattstrom 2/1/2013 5 years 9/1/1999 K-‐12 8:00-‐3:00 91.00 % 105 22:1 2500 95.50 % 1170 $7996.11for Regular Education $23,072.99for Special Education 30.60 %
243
Student Profile Group
Student Count
American Indian/Alaskan Native Asian/Pacific Islander Black (Non-‐Hispanic) Hispanic White (Non-‐Hispanic) Multicultural
1.00 42.00 68.00 62.00 1003.00 9.00
Instructional Days and Hours Number Of
K (AM)
K (PM)
K (FT)
Elementary
Middle
Secondary
3 Instructional Days Instructional Hours
0.00 0.00
0.00 0.00
180.00 1116.00
180.00 1116.00
180.00 1116.00
180.00 1089.00
Planning Process Philadelphia Academy just finished a renewal cycle, where we did an in depth assessment with documentation of every facet of our organization during the 2012-‐13 School Year. We were recommended for a 5 year renewal in the Spring of 2013. Additionally, our Special Education Cyclical Monitoring Visit took place in the Spring of 2014. Philadelphia Academy received several commendations for our Special Education Programs. As a result of these in depth assessments, the administrative team, in collaboration with the CEO, Board of Trustees, and Parent Advisory Council were able to complete this plan with relative ease.
Mission Statement The Mission of the Philadelphia Academy Charter School is to prepare students to achieve the highest level of their potential, whether academically, socially or morally. Our aim is to create life-‐long learners who exercise self-‐discipline and self-‐motivation and attain a high level of human fulfillment. Central to our vision is the notion that we help our students to recognize that their fulfillment is rooted in the care and respect that they show to themselves and to others, both within and outside of the school setting. To those ends, we ensure that the school’s faculty and staff are consummate professionals, dedicated to the needs of students and parents. Our certified faculty and staff are required to maintain high expectations and provide creative, rigorous instruction, utilizing state of the art educational tools. At the same time, our faculty and staff commit themselves to modeling for our students a love of learning and a deep level of caring and respect for our students and the members of our community.
Vision Statement The Vision of the Philadelphia Academy Charter School addresses the following core values: Academic Rigor-‐ The Philadelphia Academy Charter School maintains a well-‐balanced, academically sound, rigorous and challenging educational environment. We use differentiated methods of instruction designed to meet the needs of all learners, and to maximize student motivation, engagement, and achievement. Students will be provided with a well-‐rounded education, which includes exposure to the Arts, Physical Education, Applied Technology, Post High School Career Opportunities and College Preparation.
4 Character-‐ Philadelphia Academy supports a safe and caring school culture, where all members are expected to develop and demonstrate character such as ethical behavior, respect for cultural diversity, academic integrity, intellectual curiosity, critical thinking and service to others. Effective Communication -‐ Philadelphia Academy is committed to promoting and sustaining ongoing communication and collaboration between students, parents, staff, administration, board members and community members. Communication, including the use of technology, supports the involvement of all stakeholders, especially parents. We believe that parents are our partners. By working together, we will reach our goals and continue to grow as an organization.
Shared Values We believe that teachers are committed to students and their learning. We believe that teachers know the subjects they teach and how to teach those subjects to students We believe that teachers are responsible for managing and monitoring student learning We believe that teachers think systematically about their practice and learn from experience We believe that teachers are members of learning communities. We believe that parents are our partners, and without their full support, we would not be able to fufill our mission. We believe that access to technology and incorporating 21st century strategies will better prepare our students for college and career. We believe that students at all ability levels will be challenged to beyond their potential. We believe in a supportive and caring school culture, where service to others is promoted and expected.
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Educational Community The Philadelphia Academy Charter School (PACS) began as a K-‐8 school in 1999-‐00. In 2003 PACS was approved for expansion through 12th grade. In September, 2009 our charter was renewed and we have been approved for renewal in 2013. The school's feeder pattern includes the entire city of Philadelphia, but the majority of our students live in the neighborhoods surrounding the school in Greater Northeast Philadelphia. We are best known for our work with Special Education, especially for students with Autism Spectrum Disorder. We have an extensive ASD program starting in Kindergarten and ending with vocational training at age 21. Our general education programs meet the needs of a variety of learners, and we have become much more technologically advanced and rigorous during the last Charter Term. We are a family oriented school, offering several opportunities for parents to volunteer. Parents are active participants in our Home and School Association and the Parent Advisory Council, as well as several family events scheduled throughout the school year. Our Annual Parent Survey shows that 95% of our parents are satisfied with the achievement of their children and the overall PACS experience.
Board of Trustees Name
Office
Anthony Boyle
Vice President
Mary Deissler
Treasurer
George McClay
Member
John McGrody
President
Doris Neilson
Secretary
Robert Sullivan
Member
Address 11000 Roosevelt Blvd, Philadelphia PA 19116 11000 Roosevelt Blvd, Philadelphia PA 19116 11000 Roosevelt Blvd, Philadelphia PA 19116 11000 Roosevelt Blvd, Philadelphia PA 19116 11000 Roosevelt Blvd, Philadelphia PA 19116 11000 Roosevelt Blvd
Phone
Email
2156768320
aboyle@k12pacs. org
2156768320
mdeissler@k12pa cs.org
2156768320
gmcclay@k12pac s.org
2156768320
JMcGrody@k12pa cs.org
2156768320
dneilson@k12pac s.org
2156768320
rsullivan@k12pac s.org
Board of Trustees Professional Development Only one member on the current Board of Trustees was in place prior to the 2012-‐13 school year. For that reason, ongoing professional development began on June 20th, 2013 and will continue monthly. The primary entity responsible for conducting the training is Patricia Hennessy of the Conrad O'Brien law
6 firm. The June topic that was discussed included Ethics, Confidentiality, and the Sunshine Law. Two training retreats held during the month of September, 2013 included discussions around Fiscal Policies, School Improvement Planning, State Assessments and Data Reporting, and Human Resource Management. Members present were Boyle, McGrody, McClay, and Neilson and the training was conducted by Ernest E. Brattstrom. Currently, the Board of Trustees has had several learning opportunities through newly appointed Interim CEO, Ernest E. Brattstrom. Mr. Brattstrom is in the process of creating four standing Committees, including Finance, Policy and Procedure, Facilities and Transportation, and Curriculum and Instruction. Additionally, the Board of Trustees charged Mr. Brattstrom with finding the next CEO to lead Philadelphia Academy from 2015 onward.
Governance and Management The Philadelphia Academy Charter School's Board has a working relationship with the individual school management team. The Chief Executive Officer is the key liaison between the school and board of directors. Monthly board meetings provide a formal setting for business to be conducted. The Chief Executive Officer allows for a good working rapport and open lines of communication between all parties. Although the daily operations of the school are conducted by the Administrative team and school staff, the Board of Directors are kept abreast of all of the happenings. Parents have opportunities to communicate to the Board of Directors through the Parent Advisory Council and during the public comment section of the monthly meetings.
Student Enrollment Children are admitted to PACS without prejudice on the basis of a lottery. Applications are accepted from October 1st -March 1st for September admissions for the following school year. Applications for the lottery can be picked up in the school office or downloaded from the school's website. A lottery is held in Mid March for open slots using a random number generator. Students who are not selected in the lottery will remain on a waiting list through the end of the following school year in the unlikely event that a spot would open up during the year. Families on the waiting list must reapply when the application window opens on October 1. We have a sibling policy at the school, so many of our current openings are reserved for siblings of current students. We take in the largest numbers in Kindergarten, Grade 6, and Grade 9. A student’s admission age for kindergarten is 5 years old by September 1. In order to be registered to the school, parents must provide a parent registration form, proof of age (birth certificate), proof of residency, immunization records and a copy of the home language survey. Additional items are requested following the initial enrollment, including a signed Code of Conduct, report card and standardized test scores, and IEP or 504 Service Agreement if applicable.
7 Parent Communication Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process. Files uploaded: • 1415 Final Revised Lottery Policy.docx Registration Policy Registration Policy DOC file uploaded. Intent to Enroll Form Intent to Enroll Form (English and all other languages) PDF file uploaded.
Student Enrollment History Enrollment History—Part I School Year
Number of Students at the Beginning of the School Year
Number of Students at the End of the School Year
Number of Students Expelled
1213
1184
1170
0
1314
1184
1184
2
Reasons Students Withdrew During the Year
HS-‐1 drop out, 3 9 transfers; GS-‐4 moved out of district GS-‐3 students 2 moved out of district; HS-‐2 students expelled
Enrollment History—Part 2—Enrollment by Grade by School Year S K 1 2 3 4 5 6 7 8 9 1 1 c 0 1 h o
Number of Students Retained
12
8 o l Y e a r 12 13
68
70
68
1112
1314
69
6 6 9 9 9 1 1 9 9 8 1 0 2 2 5 4 68 67 69
1 124 0 5 6 7 7 9 9 9 1 1 9 0 9 5 1 0 2 1 8 9 72 73 61
1 115 2 0 7 6 7 8 9 9 1 1 1 1 3 7 0 7 2 5 3 2 2 1 2 2 4 3
Planning Committee Name Cathy Adams Christopher Boyle Rita Brody Kimberly Burns Kristen Butler Brian Deck Mary Deissler Jennifer Hughes Robert Mottershead Angela Pazdunkiewicz Douglas Robinson Allyssa Schmitt Anna Marie Siegmann Megan Simmons Robert Sullivan Bernice Wright
Role Administrator Elementary School Teacher -‐ Regular Education Middle School Teacher -‐ Regular Education Parent Ed Specialist -‐ School Psychologist Secondary School Teacher -‐ Special Education Community Representative Elementary School Teacher -‐ Special Education Secondary School Teacher -‐ Regular Education Secondary School Teacher -‐ Regular Education Secondary School Teacher -‐ Regular Education Administrator Administrator Administrator Business Representative Elementary School Teacher -‐ Regular Education
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Core Foundations Standards Mapping and Alignment Elementary Education-‐Primary Level Standards
Mapping
Alignment
Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Accomplished Accomplished Common Core Standards: English Language Arts Developing Accomplished Common Core Standards: Literacy in History/Social Developing Accomplished Studies, Science and Technical Subjects Common Core Standards: Mathematics Developing Accomplished Economics Non Existent Non Existent Environment and Ecology Developing Developing Family and Consumer Sciences Non Existent Non Existent Geography Developing Developing Health, Safety and Physical Education Developing Accomplished History Accomplished Accomplished Science and Technology and Engineering Education Developing Accomplished Alternate Academic Content Standards for Math Developing Accomplished Alternate Academic Content Standards for Reading Developing Accomplished American School Counselor Association for Students Non Existent Non Existent Early Childhood Education: Infant-‐ Accomplished Accomplished Toddler→Second Grade English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent": We do not teach economics or family and consumer science at the grade school level. Elementary Education-‐Intermediate Level Standards Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social
Mapping
Alignment
Developing Developing Accomplished Developing Developing
Developing Developing Developing Accomplished Accomplished
10 Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students
Developing Non Existent Developing Non Existent Developing Developing Developing Developing Developing Developing Needs Improvement Developing Developing Developing
Accomplished Non Existent Developing Non Existent Developing Accomplished Accomplished Accomplished Accomplished Accomplished Non Existent
English Language Proficiency Developing Interpersonal Skills Developing School Climate Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent": We do not teach economics or family and consumer science at the grade school level. Middle Level Standards Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate World Language
Mapping
Alignment
Developing Developing Developing Developing
Accomplished Developing Accomplished Developing
Developing
Accomplished
Developing Non Existent Developing Non Existent Developing Developing Developing Developing Developing Developing Non Existent Developing Developing Developing Developing
Accomplished Non Existent Developing Non Existent Developing Accomplished Accomplished Developing Developing Developing Non Existent Developing Developing Developing Developing
11 Explanation for standard areas checked "Needs Improvement" or "Non Existent": We do not teach economics or family and consumer science at the middle school level. High School Level Standards
Mapping
Alignment
Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Accomplished Accomplished Common Core Standards: English Language Arts Developing Developing Common Core Standards: Literacy in History/Social Developing Developing Studies, Science and Technical Subjects Common Core Standards: Mathematics Developing Developing Economics Accomplished Accomplished Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Accomplished Accomplished Health, Safety and Physical Education Developing Developing History Accomplished Accomplished Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Non Existent Non Existent English Language Proficiency Developing Developing Interpersonal Skills Accomplished Accomplished School Climate Accomplished Accomplished World Language Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": At this time, the high school does not participate in the American School Counselor Association for Students.
Adaptations Elementary Education-‐Primary Level • Common Core Standards: English Language Arts • Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • Common Core Standards: Mathematics • Science and Technology and Engineering Education Elementary Education-‐Intermediate Level • Common Core Standards: English Language Arts
12 • Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • Common Core Standards: Mathematics • Science and Technology and Engineering Education Middle Level • Common Core Standards: English Language Arts • Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • Common Core Standards: Mathematics • Science and Technology and Engineering Education High School Level • Common Core Standards: Mathematics • Science and Technology and Engineering Education Explanation for any standards checked: The high school offers advanced courses in Robotics and Engineering, Physics and AP Calculus. These courses are often taken in conjunction in senior year to prepare students for post-‐ secondary studies in Engineering. In grades K-‐5, a new common core aligned reading series was purchased and implemented during the 2013-‐14 SY. In grades 6-‐8, a new common core aligned series is being purchased and will be implemented during the 2014-‐15 SY. Both of these new Pearson series's have a much stronger emphasis on expository reading and writing across the content areas. In K-‐12 mathematics, teachers have supplemented current instructional materials with common core readiness materials and will fully implement in the 2014-‐15 SY.
Curriculum Planned Instruction Elementary Education-‐Primary Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Processes used to ensure Accomplishment:
Status Developing Developing Developing Developing
The Principal for the Elementary School, Assistant Principal and Director of Special Education are all responsible to monitor lesson plans through formal and informal observations as well as daily
13 walkthroughs. Common planning time is rostered for grade groups and professional development time is allotted for subject teachers to plan and discuss curriculum. Elementary Grade groups submit weekly formatted minutes to the principal for review. Standardized test scores by subject are reviewed for Keystones, PSSA, PASA and 4Sight to make correlations between current curricula and student achievement. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Elementary Education-‐Intermediate Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Processes used to ensure Accomplishment:
Status Developing Developing Developing Developing
The Principal for the Elementary School, Assistant Principal and Director of Special Education are all responsible to monitor lesson plans through formal and informal observations as well as daily walkthroughs. Common planning time is rostered for grade groups and professional development time is allotted for subject teachers to plan and discuss curriculum. Elementary Grade groups submit weekly formatted minutes to the principal for review. Standardized test scores by subject are reviewed for Keystones, PSSA, PASA and 4Sight to make correlations between current curricula and student achievement. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Middle Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards
Status Developing Developing Developing
14 are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Processes used to ensure Accomplishment:
Developing
The Principal for the Elementary School, Assistant Principal and Director of Special Education are all responsible to monitor lesson plans through formal and informal observations as well as daily walkthroughs. Common planning time is rostered for grade groups and professional development time is allotted for subject teachers to plan and discuss curriculum. Elementary Grade groups submit weekly formatted minutes to the principal for review. Middle School Community Coordinator meets monthly with staff to stay on top of current curricular issues. Standardized test scores by subject are reviewed for Keystones, PSSA, PASA and 4Sight to make correlations between current curricula and student achievement. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. High School Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Processes used to ensure Accomplishment:
Status Developing Developing Developing Developing
The principal and director of special education are responsible for monitoring of lesson plans through formal, informal, and daily walkthrough observations. Common planning time is roster for each grade level team and professional development time is allotted for departments to discuss curricula and materials. High school leaders submit minutes to the principal for all departmental meetings for review. Standardized test scores by subject are reviewed for Keystones and PASA to draw correlations between curriculum and student performance. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty.
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Modification and Accommodations Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum. Philadelphia Academy offers a mulit tiered system of instruction. Early intevening programs are built in to all grade levels, beginning with kindergarten. All incoming K students are assessed in the June prior to enrollment and supports are ongoing. Speech and OT specialists are rostered into the classrooms on a weekly basis. Students not meeting grade level expectations are referred for additional services in Speech and Language. All Kindergarten students are cycled through Fast ForWord.
Instruction Instructional Strategies • • • • •
Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Peer evaluation/coaching Instructional Coaching Regular Lesson Plan Review • Administrators • Building Supervisors • Department Supervisors
Provide brief explanation of LEA's process for incorporating selected strategies. The observation process is aligned to the Danielson model. Teachers with greater than 3 years teaching are formally observed by the Principal, Assistant Principal, or Special Education Administrator once, and informally observed at least 2 times per year by the Department Heads at the high school or by the Community Coordinators at the grade school. Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. We do not employ instructional coaches, and do not intend to. Our Department Heads and Community Coordinators are released from some instructional duties to perform administrative tasks.
Responsiveness to Student Needs Elementary Education-‐Primary Level
16 Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs.
Status Full Implementation Full Implementation Full Implementation
A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. Elementary Education-‐Intermediate Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs.
Status Full Implementation Full Implementation Full Implementation
A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. Middle Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs.
Status Full Implementation Full Implementation Full Implementation
A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. High School Level
17 Instructional Practices
Status
Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-‐related practices are used to meet student needs. Differentiated instruction is used to meet student needs.
Full Implementation Full Implementation Full Implementation
A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty.
Recruitment Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating. The staff turnover at Philadelphia Academy is less than 5%, so there has been no real issues in staffing the school, except in cases of hard to fill subject areas such as Spanish or Chemistry. Our equity plan ensures that the hardest rosters cannot be assigned to the least experienced teachers. Our mission statement guides the hiring processes, and candidates are only selected if they embody our school's philosophy.
Assessments Local Graduation Requirements Course Completion Total Courses English Mathematics Social Studies Science Physical Education Health Music, Art, Family & Consumer Sciences, Career and Technical Education Electives Minimum % Grade Required for Credit
2015–2016
2016–2017
2017–2018
24.00 4.00 4.00 4.00 4.00 0.50 0.50
24.00 4.00 4.00 4.00 4.00 0.50 0.50
24.00 4.00 4.00 4.00 4.00 0.50 0.50
7.00
7.00
7.00
65.00
65.00
65.00
18 (Numerical Answer)
Local Assessments Standards
WA
TD
NAT
DA
PSW
Other
Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading World Language
X X X
X
X
X
X
X
X
X
X
X X X X
X
X
X
X
X
X
X
X
X
X
2015 and beyond Graduation Requirement Specifics Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply) English Language Arts • Independently validated local assessments. Algebra I • Independently validated local assessments. Biology • Independently validated local assessments.
19
Methods and Measures Summative Assessments Summative Assessments
EEP
EEI
ML
HS
Mid Term Exams Final Exams Keystone Exams PSSA Exams PASA Beginning of Year and End of Year Publisher Provided Assessments
X X
X X
X X X X
X
EEP
EEI
ML
HS
X
X
X
EEP
EEI
ML
HS
X X
X X
X
X
EEP
EEI
ML
HS
X X X
X X X X X
X X X X X
X X X X X X
EEP
EEI
ML
HS
X
X
X
X
Benchmark Assessments Benchmark Assessments 4Sight Common Core Reading and Math Study Island Formative Assessments Formative Assessments 4Sight Common Core Reading and Math DIBELS DRA2 DAZE Compass Learning Diagnostic Assessments Diagnostic Assessments Woodcock Johnson Reading and Math Brigance C-‐Topp Scholastic Reading Inventory Scholastic Phonics Inventory Key Math
Validation of Implemented Assessments Validation Methods External Review Intermediate Unit Review
20 LEA Administration Review X Building Supervisor Review X Department Supervisor Review Professional Learning Community Review X Instructional Coach Review Teacher Peer Review X Provide brief explanation of your process for reviewing assessments.
X X X X
X X X X
X X X X X
Every 5 years during the renewal cycle, and independent contractor of the School District of Philadelphia review our program. Each year, grade teams/departments review how grades are given, and at each report period, report cards are reviewed in detail by the administrators. Grade team meetings are scheduled weekly at the grade school, and department meetings happen after school as needed at the High School. Formative assessments are in place in both buildings; 4sight is used at the grade school and Study Island and Compass Learning Odyssey (new in 2014) are used at the High School. Teachers primarily use the assessments provided by the publisher, but teacher developed modified/adapted assessments modeled after the publisher provided assessments are provided for students with IEPs.
Development and Validation of Local Assessments If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years. Philadelphia Academy evaluated the use of the PA 4sight and plans to continue with the the updated 4sight Common Core for the 14-‐15 SY.
Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. A 4 sight schedule is provided to staff at the beginning of each school year, which provides the testing dates, and the due dates for any data reports that need to be turned in. Teachers have been doing the 4sigh assessments online for the past three school years, which gives them access to real time data, once the tests have been given. The reports that are collected from the teacher include the Test Results Chart and Graph, The Test Results Student List, and the Item Analysis by Subscal Reports.
Data Informed Instruction Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.
21 Data from assessments is used to inform parents, as well as to make recommendations to the Student Services Team. The 4sight reports also show what particular skills students are deficient in so teachers know what skills to reinforce. Assessment Data is used to determine recommendations to our Remedial After School Program (grade school) and or Summer Program, or the Morning Recovery Program (high school). We offer a continuum of in class supports for students based on their needs, including Read 180, System 44, Modified or Adapted Math, Science, and Social Studies courses, and Modified English (High School) courses. Assessment data is used to determine who and what level of support is required.
Assessment Data Uses Assessment Data Uses
EEP
EEI
Assessment results are reported out by PA X assessment anchor or standards-‐aligned learning objective. Instructional practices are identified that are linked to student success in mastering specific PA assessment X X anchors, eligible content or standards-‐aligned learning objectives. Specific PA assessment anchors, eligible content or standards-‐aligned learning objectives are identified for those students who did not demonstrate sufficient X X mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery. Instructional practices modified or adapted to X X increase student mastery. Provide brief explanation of the process for incorporating selected strategies.
ML
HS
X
X
X
X
X
X
X
X
PSSA/Keystone Data is shared/reviewed upon the teachers return to school. All teachers have SAS access and use it as needed. Report Card and assessment data are reviewed. Provide brief explanation for strategies not selected and how you plan to address their incorporation. There is no PSSA test for Primary Grades.
Distribution of Summative Assessment Results Distribution Methods Course Planning Guides Directing Public to the PDE & other Test-‐related Websites Individual Meetings Letters to Parents/Guardians
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
22 Local Media Reports Website X X Meetings with Community, Families and School Board X X Mass Phone Calls/Emails/Letters X X Newsletters Press Releases School Calendar Student Handbook Provide brief explanation of the process for incorporating selected strategies.
X X X
X X X
As required by NCLB, parents have been provided an annual statement including our AYP designation and comparison to the state and are shared as part of our Annual Title I meeting. . We are awaiting word from PDE as to how this should be done in light of the waiver being approved for this coming school year. As part of our School Improvement Process, assessment data are shared with our Board of Trustees and Parent Advisory Councils. Data are also shared at any Title I parent meeting (requested or scheduled). Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. We are a charter school in a large metropolitan area and do not have direct access to the press.
Safe and Supportive Schools Programs, Strategies and Actions Programs, Strategies and Actions Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement School-‐wide Positive Behavioral Programs Conflict Resolution or Dispute Management Peer Helper Programs Safety and Violence Prevention Curricula Student Codes of Conduct Comprehensive School Safety and Violence Prevention Plans Purchase of Security-‐related Technology Student, Staff and Visitor Identification Systems Placement of School Resource Officers Student Assistance Program Teams and Training Counseling Services Available for all Students Internet Web-‐based System for the Management of Student Discipline
EEP
EEI
ML
HS
X
X
X
X
X X X X
X X X X X
X X X X X
X X X X X
X
X
X
X
X X X X X
X X X X X
X X X X X
X X X X X
X
X
X
X
23 Explanation of strategies not selected and how the LEA plans to address their incorporation: There is no formal "conflict resolution" program for early elementary students. Conflicts are handled by the classroom teachers and the Dean of Students. The Dean of Students has developed several programs over the last two years to address conflict beginning with an annual Bullying survey that is sent to all students from 3rd thru 8th grade. This information is handled confidentially with individual students as well as small groups. Teachers now have a Bully Google Doc that allows them to continuously document events throughout the school year. Finally school wide assemblies are held to address conflict in an age appropriate manner.
Developmental Services Developmental Services Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning Coaching/Mentoring Compliance with Health Requirements –i.e., Immunization Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum Health Screenings Individual Student Planning Nutrition Orientation/Transition RtII Wellness/Health Appraisal Applied Behavioral Analysis Personnel Behavior and Academic Consultant Explanation of developmental services:
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PACS employs two part time ABA therapists, as well as a .6 behavior consultant who runs social groups between Autisic Students and their typical peers and assists with writing and data collection for FBA's. The two part time ABA therapists are also teachers in our Autistic Support Classrooms. One of our teachers received the BCBI credentials in the summer of 2014 and will be released from instructional duties to do ABA therapy.
Diagnostic, Intervention and Referral Services Diagnostic, Intervention and Referral Services
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24 Accommodations and Modifications Administration of Medication Assessment of Academic Skills/Aptitude for Learning Assessment/Progress Monitoring Casework Crisis Response/Management/Intervention Individual Counseling Intervention for Actual or Potential Health Problems Placement into Appropriate Programs Small Group Counseling-‐Coping with life situations Small Group Counseling-‐Educational planning Small Group Counseling-‐Personal and Social Development Special Education Evaluation Student Assistance Program Social Skills Groups Explanation of diagnostic, intervention and referral services:
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Approximately 25% of our students have special needs. Of this group, there are diverse learning needs, ranging from students in need of life skills who use assistive technology for communication to students with mild learning support needs. The development of diverse learning solutions for this continuum of need is necessary in order to assure that all students are challenged, while receiving the support they need to achieve success. In both the grade school and high school, the school implements the System 44 program for students who have difficulty with decoding and the Read 180 program for students who have difficulty with comprehension skills. Mathematics programs such as IXL Math and Carnegie Math provide targeted intervention in mathematics for low achieving students or those who have diagnosed special needs. The school provides a full continuum of services to the student. Teachers actively participate in the Child Find process in order to differentiate instruction and to procure additional support for students through intervention by the multidisciplinary team. Before the child is identified as having special needs, Early Intervening Services are provided in an attempt to remediate the difficulties prior to the child going through the special education evaluation process. Once students are referred and identified, they are evaluated by a team of professionals, including a Certified School Psychologist, a Special Education Teacher, an Occupational Therapist, a Speech Therapist and a Behavior Consultant. Other professionals, such as hearing therapists or physical therapists, participate in the team evaluation if necessary. Once the child is evaluated, a plan is drafted to meet the child's needs. This may be an IEP, a 504 plan, a positive behavior support plan or a targeted intervention such as participation in the Fast Forword technology program. Teachers and related service providers monitor student achievement and provide progress to parents three times per year. Students whose skills regress with limited recoupment over holidays and vacations are eligible for the school's Extended School Year program. Students who do not qualify for ESY but who have academic need may participate in a Summer Academic Remediation Camp.
Consultation and Coordination Services
25 Consultation and Coordination Services Alternative Education Case and Care Management Community Liaison Community Services Coordination (Internal or External) Coordinate Plans Coordination with Families (Learning or Behavioral) Home/Family Communication Managing Chronic Health Problems Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities System Support Truancy Coordination Explanation of consultation and coordination services:
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Communication of Educational Opportunities Communication of Educational Opportunities Course Planning Guides Directing Public to the PDE & Test-‐related Websites Individual Meetings Letters to Parents/Guardians Local Media Reports Website Meetings with Community, Families and Board of Directors Mass Phone Calls/Emails/Letters Newsletters Press Releases School Calendar Student Handbook
Communication of Student Health Needs Communication of Student Health Needs Individual Meetings Individual Screening Results
26 Letters to Parents/Guardians Website Meetings with Community, Families and Board of Directors Newsletters School Calendar Student Handbook
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Health and Safety Health and Safety Are all students required to be fully immunized in accordance with the requirements of the Commonwealth of Pennsylvania and the requirements of local jurisdictions in order to be admitted to the Charter School? Is a certified school nurse on the Charter School staff? Are physical health records and dental records kept according to requirements of the State of Pennsylvania? Does the Charter School comply with all regulations concerning the dispensation of medicines? May Charter School students possess any prescription or non-‐ prescription medication? Are students/parents required to turn over all prescription and non-‐ prescription medication to a Charter School nurse with descriptions regarding dissemination provided according to a required Charter School format, and are the medications provided in the original containers with accurate content and dosage information on the labels? Is the Charter School in compliance with all pertinent code and license requirements related to Fire Prevention and Fire Drill procedures? Are Fire Drill procedures posted in each classroom and are Fire Drills held at least once a month? Does the Charter School participate in the Federal Free and Reduced Lunch Program? Are all students eligible to participate in Federal Breakfast and Lunch programs? Are all claims and reports associated with Federal Breakfast and Lunch programs submitted as required? Description of the responsibilities of the Charter School nurse(s)
Answer Yes Yes Yes Yes Yes
Yes
Yes Yes Yes No Yes
Both campuses have a full time registered nurse to handle all health related matters on a daily basis. A Certified School Nurse works two days per week and the grade school and two days per week at the high school to be in compliance with state requirements.
Food Service Program
27 Describe unique features of the Charter School meal program The Charter School has participated in the NSLP during the 2012-‐13 and the 2013-‐14 school years. A compliance monitoring visit was conducted in January, 2014 at the grade school. PACS does not have a FSMC, but has their own kitchen staff who cooks daily at both campuses. At the High School level, students enrolled in Culinary Arts classes cook and serve the lunches daily under the supervision of the culinary teacher. All menus and snacks sold in school are in compliance with the Healthy, Hunger Free Kids Act.
Safety and Security Describe the essential Charter School policies, procedures, and practices that are implemented to provide security and safety for Charter School students, staff, and visitors: School Safety is clearly spelled out for students, employees and school grounds in the Board Policy and Procedure Manual. Both the elementary and high school buildings hold drills for fire, shelter in place and emergency evacuation throughout the school year. Evacuation procedures are posted throughout both buildings. Ongoing Professional Development is provided to employees on subjects such as work place safety, shelter in place and evacuation drills. Parents' of students are required to obtain state and federal clearances to act as chaparones and to volunteer on a regular basis at the elementary school. Together with our risk management group we developed and trained a safety committee.The Safety Committee was formed in August of 2012 and is comprised of employees from both the high school and elementary school who receive annual training on safety committee operations, accident investigation and hazard identification. The committee meets monthly to review health and safety issues for employees and students. Minutes are posted monthly at both locations for all employees to read. Visitors to both campuses are confined to a secure lobby where they must be buzzed into the school building. Visitors must follow sign in procedures and are provided a badge indicating their name and location in the building where they are visiting prior to being granted access to the main building.
Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students Wellness Policy The school wellness policy DOC file uploaded. Health Reimbursement Policy The school policy regarding Health Reimbursement No file has been uploaded.
Current School Insurance Coverage Policies and Programs
28 Current Insurance Accord The school’s current Insurance Accord PDF file uploaded. Certificate of Liability The school’s Certificate of Liability PDF file uploaded. Insurance Coverage Details Description of the details of the school’s insurance coverage and/or copies of pertinent insurance policies Files uploaded: • PACS 14-‐15 COIs.pdf
Transportation Describe the charter school’s transportation program. Include in the discussion whether the charter school, the school district, or a private company operates the transportation program. Also, include a description of transportation accommodations for special education students and suggestions for improvement to the program: Describe the requirements students must meet in order to be eligible for free transportation. PACS has a contract with the School District of Philadelphia for 12 bus routes, which are operated by employees of the charter school. The charter school owns all of its buses. All students in grades K-‐8 are eligible for transportation, and special needs students at the high school are provided transportation. The charter employs bus aides for all 12 routes to assist students with special needs. HIgh school special education students must have transportation documented in a students' IEP and the decision is made by the IEP team. Free Transportation Eligibility Requirements The requirements students must meet in order to be eligible for free transportation (optional if described in the narrative) No file has been uploaded.
Student Conduct Charter School’s Code of Student Conduct Are the expectations of students, parents, school staff members, and the Board of Trustees delineated by the Code of Student Conduct? Are the rules of conduct explained in student friendly-‐language? Are the consequences of violations of rules of conduct explained in student-‐friendly language? Does the Code of Student Conduct apply on school grounds during the
Answer Yes Yes Yes Yes
29 school day as well as immediately before and after school hours? Does the Code of Student Conduct apply on school grounds at any other time when a school group is using the school? Does the Code of Student Conduct apply off school grounds and the immediate perimeter of the school building, including any school activity, function, or event? Does the Code of Student Conduct apply during travel to and from school, including actions on any school bus, van, or any other public conveyance? Does the Code of Student Conduct apply off school grounds where the misconduct may reasonably be expected to undermine the proper disciplinary authority of the school, the safety of students or staff, or cause disruption within the school? Does the Code of Student Conduct require that students who are found in possession of illegal drugs, firearms, or other dangerous weapons, or those who commit acts of misconduct, which disrupt the school’s educational process, be suspended immediately and face possible expulsion? Does the Code of Student Conduct specify that If a student becomes aware that a fellow student is in possession of illegal substances, firearms, weapons or any items that could endanger his/her safety or the safety of others, that student has a duty to inform an adult such as a parent, teacher, counselor, director or staff member? Do all disciplinary actions for misconduct include a conference between the teacher and/or administrator, student, and parents followed by written notification to the parent or guardian? If necessary, provide further explanation. This narrative is empty. Code of Student Conduct The school’s Code of Student Conduct PDF file uploaded.
Frequency of Communication Elementary Education -‐ Primary Level • Yearly Elementary Education -‐ Intermediate Level • Yearly Middle Level • Yearly High School Level • Yearly
Yes Yes Yes
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Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. Common Planning is Rostered at the Grade School and Middle School Levels. Related service providers communicate with the General Education Teachers during common planning times, through email, through communication surrounding IEPS and progress monitoring. At the High School Level, team taught classes allow general ed and related service providers to collaborate daily for planning and assessment, and annually on IEP goals and progress monitoring.
Community and Parent Engagement Describe the Board of Trustees’ efforts in promoting opportunities for community and parent engagement in school activities. Parent Engagement and Involvement is high through several means. The Board of Trustees has three elected parent members to represent the Grade School, High School, and Special Education Populations and has its public meetinghs monthly. There is also an elected Parent Advisory Council that meets with administration monthly to address parent concerns and to authorize all Title I requirements. There are two very active Home and School Associations who raise thousands of dollars for students annually. Finally, there are many opportunities to volunteer in the school, both during the day and during special events such as the school plays or art gallery night.
Community Coordination Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-‐kindergarten, if offered, through grade 12. 1. 2. 3. 4.
Child care After school programs Youth workforce development programs Tutoring
PACS makes site visits to the Early Intervention centers where our incoming kindergarten students are coming from. We are a lottery school, so this changes annually. During the school year, there is an After Care program that parents pay for, and there are After School Remedial and Tutoring opportunities at both campuses weekly.
Preschool Agency Coordination
31 Explain how the LEA coordinates with agencies that serve preschool age children with disabilities. 1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre-‐kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA. 3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting. We are a lottery school, therefore our population comes from several locations. There is an annual kindergarten registration meeting, where parents have the opportunity to meet and speak with School personnel including the teachers and the special education providers. Parents bring IEPS to this meeting, and site visits are scheduled to all relevant pre kindergarten centers so the students can be observed in the school setting. Students are also assessed at the very end of the school year, and assessment data are used to place students in instructional groups, and to assist the teachers with planning for the new year.
Materials and Resources Description of Materials and Resources Elementary Education-‐Primary Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment.
Status Accomplished Accomplished Accomplished Accomplished
This narrative is empty. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Elementary Education-‐Intermediate Level Material and Resources Characteristics
Status
32 Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment.
Accomplished Accomplished Accomplished Accomplished
This narrative is empty. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Middle Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment.
Status Accomplished Accomplished Accomplished Accomplished
This narrative is empty. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. High School Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Status Accomplished Accomplished Accomplished Accomplished
33 Provide explanation for processes used to ensure Accomplishment. The high school core curriculum is aligned to common core standards and supports students at all learning abilities. Safety nets are put into place to ensure that students are properly identified and educational needs are met. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty.
SAS Incorporation Elementary Education-‐Primary Level Standards Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students Early Childhood Education: Infant-‐Toddler→Second Grade English Language Proficiency Interpersonal Skills School Climate
Status Not Applicable Not Applicable Not Applicable Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Level of Implementation is Unknown Level of
34 Implementation is Unknown Further explanation for columns selected " SAS utilization will be increased as we transition to the Common Core Standards. The subjects that are N/A are not offered in this grade configuration. Elementary Education-‐Intermediate Level Standards Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading
Status Implemented in 50% or more of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Implemented in less than 50% of district classrooms Not Applicable Implemented in less than 50% of district classrooms Implemented in
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American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate
less than 50% of district classrooms Not Applicable Not Applicable Level of Implementation is Unknown Level of Implementation is Unknown
Further explanation for columns selected " SAS utilization will be increased as we transition to the Common Core Standards. The subjects that are N/A are not offered in this grade configuration. Middle Level Standards
Status
Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate World Language Further explanation for columns selected "
Not answered Not answered Not answered Not answered
This narrative is empty. High School Level
Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered Not answered
36 Standards Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology Family and Consumer Sciences Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Status Implemented in 50% or more of district classrooms Implemented in less than 50% of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in 50% or more of district classrooms Implemented in less than 50% of district classrooms
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Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate World Language
Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable Implemented in 50% or more of district classrooms Not Applicable Not Applicable Implemented in 50% or more of district classrooms
Further explanation for columns selected " HIgh school has adopted Common Core materials in Mathematics and Language Arts and is using Common Core Standards in most content areas.
Fiscal Solvency Policies Describe policies and procedures that have been established to ensure and monitor fiscal solvency. The Board of Trustees has adopted financial policies and procedures which include the topics - budgeting, accounting practices, procurement, contracts, internal control, cash management, grants management, time and attendance, contracted services, etc.
The school’s budget, adopted in accordance with the timetable prescribed by the Commonwealth, serves as a blue print for financial decision making during the fiscal year. The budget provides for the educational, building and administrative needs of the school community and also includes a reserve for contingencies. All purchases and personnel decisions are reviewed for budgetary funds available prior to the issuance of a contract or purchase order.
The business office provides interim financial reporting for the board of trustees and CEO on a monthly basis. The business manager meets with the school administrative team regularly and attends all board and finance committee meetings. Through careful monitoring of expenditures and revenues the school is able to assure that all expenditure and revenue categories remain within budget.
Accounting Systems
38 Explain what accounting system the charter school uses. Please note that the charter school is required to have a system that integrates with the Pennsylvania State Chart of Accounts for Pennsylvania Public Schools and the Annual Financial Report utilizing Generally Accepted Accounting Principles (GAAP) for budgeting, accounting and reporting. The accounting system is SAGE-MIP and is loaded with the State Chart of Accounts and is in compliance with GAAP. Transactions are posted by the Business Manager’s Office staffed by experienced school business administrators. A balance sheet, statement of revenue and expenditures, and a statement of disbursements are prepared monthly. Reports are generated in compliance with State requirements.
Professional Education Characteristics Charter School’s Professional Education Characteristics Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students. Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students. Provides educators with a variety of classroom-‐based assessment skills and the skills needed to analyze and use data in instructional decision making. Empowers educators to work effectively with parents and community partners. Charter School’s Professional Education Characteristics Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.
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39 Provides leaders with the ability to access and use X X X appropriate data to inform decision making. Empowers leaders to create a culture of teaching and X X X learning, with an emphasis on learning. Instructs the leader in managing resources for X X X effective results. Provide brief explanation of your process for ensuring these selected characteristics.
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Members of the Administrative Team have all completed the PIL program or will be completed by December, 2014. All aspiring administrators are on the School Based Leadership Teams. There are two certified administrators amongst the teaching staff, and one enrolled in an administration program. Provide brief explanation for strategies not selected and how you plan to address their incorporation. While we provide accelerated programming, honors, and AP classess, we do not have a formal "gifted program", nor do we test for giftedness at Philadelphia Academy.
Strategies Ensuring Fidelity • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. • Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. • Professional Development activities are developed that support implementation of strategies identified in your action plan. • Clear expectations in terms of teacher practice are identified for staff implementation. • Administrators participate fully in all professional development sessions targeted for their faculties. • Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. • The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). • Professional Education is evaluated to show its impact on teaching practices and student learning. Provide brief explanation of your process for ensuring these selected characteristics. This narrative is empty. Provide brief explanation for strategies not selected and how you plan to address their incorporation. This narrative is empty.
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Induction Program •
Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.
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Inductees will assign challenging work to diverse student populations.
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Inductees will know the basic details and expectations related to LEA-‐wide initiatives, practices, policies and procedures.
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Inductees will know the basic details and expectations related to school initiatives, practices and procedures.
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Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula.
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Inductees will effectively navigate the Standards Aligned System website.
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Inductees will know and apply LEA endorsed classroom management strategies.
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Inductees will know and utilize school/LEA resources that are available to assist students in crisis.
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Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.
Provide brief explanation of your process for ensuring these selected characteristics. Inductees work together with the induction facilitator, principals, and peers to achieve goals and objectives during the sessions and in pre-‐ and post-‐ assignments throughout the induction process. Provide brief explanation for strategies not selected and how you plan to address their incorporation. This narrative is empty.
Needs of Inductees •
Frequent observations of inductee instructional practice by supervisor to identify needs.
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Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.
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Student PSSA data.
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Standardized student assessment data other than the PSSA.
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Classroom assessment data (Formative & Summative).
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Inductee survey (local, intermediate units and national level).
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Review of inductee lesson plans.
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Review of written reports summarizing instructional activity.
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Knowledge of successful research-‐based instructional models.
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Information collected from previous induction programs (e.g., program evaluations and second-‐year teacher interviews).
Provide brief explanation of your process for ensuring these selected characteristics. During the induction course, inductees work with several key administrators who guide them in all areas of need. The inductees also work closely with the induction facilitator to ensure that they remain on target to meet the goals of the program. Provide brief explanation for strategies not selected and you plan to address their incorporation. Inductees have not been required to submit a portfolio but their work is reviewed and maintained by the induction facilitator.
Mentor Characteristics Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must have demonstrated ability to work effectively with students and other adults. • Potential mentors must be willing to accept additional responsibility. • • • • •
Provide brief explanation of your process for ensuring these selected characteristics. New teachers completing the induction program are paired with a mentor who is knowledgeable about school culture, practices, and resources. Provide brief explanation for characteristics not selected and how you plan to address their incorporation. This narrative is empty.
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Induction Program Timeline Topics Code of Professional Practice and Conduct for Educators Assessments Best Instructional Practices Safe and Supportive Schools Standards Curriculum Instruction Accommodations and Adaptations for diverse learners Data informed decision making Materials and Resources for Instruction If necessary, provide further explanation.
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Monitoring Evaluating and Induction Program Identify the procedures for monitoring and evaluating the Induction program. The induction program is monitored by school administrators and Chief Executive Officer on an ongoing basis. It is evaluated annually by induction participants through survey and informal feedback.
Recording Process Identify the recording process for inductee participation and program completion. (Check all that apply) •
Mentor documents his/her inductee's involvement in the program.
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A designated administrator receives, evaluates and archives all mentor records.
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School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.
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LEA administrator receives, tallies, and archives all LEA mentor records.
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Completion is verified by the LEA Chief Administrator on the Application for Level 2 Certification.
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Assurances Brick and Mortar Charter Schools The physical charter school has verified the following Assurances:
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The school is accountable to the parents of its students, the public and the Commonwealth and that strategies have been developed and implemented that generate meaningful parent and community involvement (in compliance with §17-1715-A (2))
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The school does not unlawfully discriminate in admissions, hiring or operation (in compliance with §17-1715-A (3))
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The school is nonsectarian in all operations (in compliance with §17-1715-A (4))
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The school does not provide any religious instruction, nor are religious objects or symbols displayed on the premises (in compliance with §17-1715-A (5))
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The school does not advocate unlawful behavior (in compliance with §17-1715-A (6))
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The school participates in the Pennsylvania State Assessment System in the manner in which the school district in which the school is located is scheduled to participate (in compliance with §17-1715-A (8))
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The school will provide a minimum of 180 days of instruction or 900 hours per year of instruction at the elementary level, or 990 hours per year of instruction at the secondary level (in compliance with §17-1715-A (9))
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The school’s Board of Trustees and contractors of the school meet the requirements of the “Public Works Contractors’ Bond Law of 1967,” all regulations related to the letting of contracts for the erection, construction and alteration of public buildings, the “Pennsylvania Prevailing Wage Act,” and the “Steel Products Procurement Act.” (in compliance with §17-1715-A (10))
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The school’s administrators (CEO and all other employees who exercise management or operational oversight responsibilities) do not receive compensation from another charter school or from a company that provides management or other services to another charter school (in compliance with §17-1715-A (12))
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The school’s Trustees do not serve on a local board of school directors of a school entity located in the member’s district (in compliance with §17-1716-A (b))
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The school will select students on a random basis from a pool of qualified applicants when the number of attendance slots available is less than the number of applicants (in compliance with §17-1723-A (a))
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The school gives first preference to students who reside in the district or districts and will consider giving preference to a child of a parent who has actively participated in the development of the school and to siblings of students presently enrolled (in compliance with §17-1723-A (a))
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The school will only establish reasonable criteria to evaluate prospective students if the criteria are outlined in the school’s charter (in compliance with §17-1723-A (b))
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The school does not discriminate in its admission policies or practices on the basis of athletic ability, measures of achievement or aptitude, status as a person with a disability, proficiency in the English language, or any other basis that would be illegal if used by a school district (in compliance with §17-1723-A (b))
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The school does not discriminate in its admission policies or practices on the basis of intellectual ability but does reserve the right to limit admission to a particular grade level or to targeted population groups composed of at-risk students or students with a special interest in academic areas such as mathematics, science or the Arts (in compliance with §17-1723-A (b))
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75% of the professional staff members hold appropriate State certifications (in compliance with §17-1724-A (a))
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All professional staff members who do not hold appropriate State certification have provided evidence that they have demonstrated satisfactorily a combination of experience, achievement, and qualifications as defined in the charter school application in basic skills, general knowledge, professional knowledge and practice, and subject matter knowledge in the subject area in which an individual will teach (in compliance with §171724-A (b))
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There are no tuition charges for any resident or nonresident student (in compliance with §17-1725-A (a))
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All donations, gifts or contributions are given freely and voluntarily; i.e. the trustees and any other person affiliated in any way to the school will not demand or request, directly or indirectly, any gift, donation or contribution of any kind from any parent, teacher, employee or any other person affiliated with the school as a condition for employment or enrollment and/or continued attendance (in compliance with §17-1725-A (e))
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Free transportation is provided to students according to the parameters of §17-1726-A (Transportation) of the Charter School Law (in compliance with §17-1726-A (a))
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The school adheres to the requirements of all 123 sections, chapters and acts listed in §17-1732-A (Provisions applicable to charter schools) of the Charter School Law (in compliance with §17-17232-A (a))
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Cyber Charter Schools No policies or procedures have been identified.
Safe and Supportive Schools The LEA has verified the following Assurances:
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Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))
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Free Education and Attendance (in compliance with § 12.1)
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School Rules (in compliance with § 12.3)
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Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)
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Discrimination (in compliance with § 12.4)
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Corporal Punishment (in compliance with § 12.5)
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Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)
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Freedom of Expression (in compliance with § 12.9)
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Flag Salute and Pledge of Allegiance (in compliance with § 12.10)
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Hair and Dress (in compliance with § 12.11)
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Confidential Communications (in compliance with § 12.12)
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Searches (in compliance with § 12.14)
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Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780-101—780-144)
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Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))
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Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))
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Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)
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Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)
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Establishment and Implementation of Student Assistance Programs at all of levels of the school system
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Acceptable Use Policy for Technology Resources
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Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.
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Needs Assessment Charter School Accomplishments Accomplishment #1: Philadelphia Academy Achieved between 99% and 100% test participation rate on all PSSA, PASA, and Keystone Exams in 2014. Accomplishment #2: Philadelphia Academy achieved a 95.6% attendance rate in 2014, which is 1.6 percentage points higher than the most recently reported state average of 94%.
Accomplishment #3: Philadelphia Academy achieved a 99% graduation rate in 2014, which is 11 percentage points higher than the most recently reported state average of 84%. Accomplishment #4: For the All Students Group, Philadelphia Academy achieved 84.22% Proficient or Advanced in Mathematics on the PSSA, PASA, and Keytone Exams in 2014, which is 11.22 percentage points higher than the most recently reported state average of 73%. Accomplishment #5: For the IEP Students Group, Philadelphia Academy achieved 62.4% Proficient or Advanced in Mathematics on the PSSA, PASA, and Keytone Exams in 2014, which is 25.4 percentage points higher than the most recently reported state average of 37%. Accomplishment #6: For the Economically Disadvantaged Students Group, Philadelphia Academy achieved 81% Proficient or Advanced in Mathematics on the PSSA, PASA, and Keytone Exams in 2014, which is 23 percentage points higher than the most recently reported state average of 58%.
Accomplishment #7: For the All Students Group, Philadelphia Academy achieved 77.28% Proficient or Advanced in Reading/Literature on the PSSA, PASA, and Keytone Exams in 2014, which is 7.28 percentage points higher than the most recently reported state average of 70%.
Accomplishment #8: For the IEP Students Group, Philadelphia Academy achieved 34.55% Proficient or Advanced in Reading/Literature on the PSSA, PASA, and Keytone Exams in 2014, which is 2.55 percentage points higher than the most recently reported state average of 32%.
48 Accomplishment #9: For the Economically Disadvantaged Students Group, Philadelphia Academy achieved 69.74% Proficient or Advanced in Reading/Literature on the PSSA, PASA, and Keytone Exams in 2014, which is 17.74 percentage points higher than the most recently reported state average of 52%.
Accomplishment #10: For Grades K-‐3 on the DIBELS assessment, the three year average on the end of year assessments is 78% of students reading at expected levels, 13% of students in need of strategic supports, and 9% of students in need of intensive supports. This is consistent with grades 3-‐8 PSSA scores over the same time period. Accomplishment #11: In 2014, for grades 4-8 Math, there is significant evidence that the district exceeded the standard for PA Academic Growth as measured by the PVAAS District Value Added Report. Accomplishment #12: In 2014, for grades 4-8 Reading there is evidence that the district exceeded the standard for PA Academic Growth as measured by the PVAAS District Value Added Report.
Accomplishment #13: In 2014, for the 10th grade Keystone Literature Exam, there is moderate evidence that the district exceeded the standard for PA Academic Growth as as measured by the PVAAS District Value Added Report. Accomplishment #14: In 2014, for the 8th, 9th and 11th grade Keystone Algebra I Exam, there is evidence that the district exceeded the standard for PA Academic Growth as as measured by the PVAAS District Value Added Report.
Accomplishment #15: In 2014, for the 8th, 9th and 11th grade Keystone Algebra I Exam, there is evidence that the district exceeded the standard for PA Academic Growth as as measured by the PVAAS District Value Added Report.
Accomplishment #16: In 2014, 86.7% of 8th Graders who took the Keystone Exams in Algebra I were Advanced, and 13.3% were Proficient. Accomplishment #17: On the 2014 Parent Satisfaction Survey, 95.4% of parents were Very Satisfied or Satisfied with the "overall achievement of their students" and the "overall PACS experience". 3.6% of Parents were Neutral so less than 1% of parents were Dissatisfied or Very Dissatisfied.
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Charter School Concerns Concern #1: The 5th grade PSSA Writing Scores decreased by 31 percentage points between 2013 and 2014, from 72.5% to 41.5%. Concern #2: For the 2014 PSSA Reading in grades 3-8 the % of students scoring Advanced decreased by 2.69 percentage points from 42.98% to 40.29%.
Concern #3: For the 2014 Algebra I Banked Keystone Exam Results, 11th graders scored 50.43% Proficient or Advanced, which is 13.57 percentage points less than the most recently reported state average of 64%. Concern #4: For the 2014 Biology Banked Keystone Exam Results, 11th graders scored 50% Proficient or Advanced, but it is 5 percentage points higher than the most recently reported state average of 45%.
Concern #5: For the 2014 10th grade Unbanked Keystone Biology Exams, significant evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report. Concern #6: For the 2014 10th Grade Unbanked Keystone Literature Exams, 56.8% of the All Students Group scored Proficient or Advanced, 23% of the IEP Students Group scored Proficent or Advanced, and 47.2% of the Economically Disadvantaged group scored Proficient or Advanced. Concern #7: For the 2014 10th Grade Unbanked Keystone Biology Exams, 37.17% of the All Students Group scored Proficient or Advanced, 7.14% of the IEP Students Group scored Proficent or Advanced, and 35.14% of the Economically Disadvantaged group scored Proficient or Advanced.
Concern #8: For the 2014 9th Grade Unbanked Keystone Algebra I Exams, 50.5% of the All Students Group scored Proficient or Advanced, 13.6% of the IEP Students Group scored Proficent, and 46.2% of the Economically Disadvantaged group scored Proficient or Advanced.
Concern #9: For the 2014 PSSA Science in grades 4-‐8, there is moderate evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report Concern #10:
50 For the 2014 PSSA Writing in grades 5 and 8, there is significant evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report. Concern #11: The PSSA Reading Scores for the IEP Students Group in grades 3-8 decreased by 9.27 percentage points between 2013 and 2014, from 43.75% to 34.48%.
Concern #12: 424 families reponded to the annual satisfaction survey. Concern #13: Between 30% and 40% of 8th grade students do not continue to the 9th grade at Philadelphia Academy.
Prioritized Systemic Challenges Systemic Challenge #1 (System #3) Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. Aligned Concerns: The 5th grade PSSA Writing Scores decreased by 31 percentage points between 2013 and 2014, from 72.5% to 41.5%. For the 2014 PSSA Reading in grades 3-8 the % of students scoring Advanced decreased by 2.69 percentage points from 42.98% to 40.29%.
For the 2014 Algebra I Banked Keystone Exam Results, 11th graders scored 50.43% Proficient or Advanced, which is 13.57 percentage points less than the most recently reported state average of 64%. For the 2014 Biology Banked Keystone Exam Results, 11th graders scored 50% Proficient or Advanced, but it is 5 percentage points higher than the most recently reported state average of 45%.
For the 2014 10th grade Unbanked Keystone Biology Exams, significant evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report.
51 For the 2014 10th Grade Unbanked Keystone Literature Exams, 56.8% of the All Students Group scored Proficient or Advanced, 23% of the IEP Students Group scored Proficent or Advanced, and 47.2% of the Economically Disadvantaged group scored Proficient or Advanced. For the 2014 10th Grade Unbanked Keystone Biology Exams, 37.17% of the All Students Group scored Proficient or Advanced, 7.14% of the IEP Students Group scored Proficent or Advanced, and 35.14% of the Economically Disadvantaged group scored Proficient or Advanced.
For the 2014 9th Grade Unbanked Keystone Algebra I Exams, 50.5% of the All Students Group scored Proficient or Advanced, 13.6% of the IEP Students Group scored Proficent, and 46.2% of the Economically Disadvantaged group scored Proficient or Advanced.
For the 2014 PSSA Science in grades 4-‐8, there is moderate evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report For the 2014 PSSA Writing in grades 5 and 8, there is significant evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report. The PSSA Reading Scores for the IEP Students Group in grades 3-8 decreased by 9.27 percentage points between 2013 and 2014, from 43.75% to 34.48%.
Systemic Challenge #2 (System #2) Ensure that there is a system within the school that fully ensures school-‐wide use of data that is focused on school improvement and the academic growth of all students Aligned Concerns: For the 2014 Algebra I Banked Keystone Exam Results, 11th graders scored 50.43% Proficient or Advanced, which is 13.57 percentage points less than the most recently reported state average of 64%.
52 For the 2014 Biology Banked Keystone Exam Results, 11th graders scored 50% Proficient or Advanced, but it is 5 percentage points higher than the most recently reported state average of 45%.
For the 2014 10th grade Unbanked Keystone Biology Exams, significant evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report. For the 2014 10th Grade Unbanked Keystone Literature Exams, 56.8% of the All Students Group scored Proficient or Advanced, 23% of the IEP Students Group scored Proficent or Advanced, and 47.2% of the Economically Disadvantaged group scored Proficient or Advanced. For the 2014 10th Grade Unbanked Keystone Biology Exams, 37.17% of the All Students Group scored Proficient or Advanced, 7.14% of the IEP Students Group scored Proficent or Advanced, and 35.14% of the Economically Disadvantaged group scored Proficient or Advanced.
For the 2014 9th Grade Unbanked Keystone Algebra I Exams, 50.5% of the All Students Group scored Proficient or Advanced, 13.6% of the IEP Students Group scored Proficent, and 46.2% of the Economically Disadvantaged group scored Proficient or Advanced.
For the 2014 PSSA Science in grades 4-‐8, there is moderate evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report For the 2014 PSSA Writing in grades 5 and 8, there is significant evidence that the district did not meet the standard for PA Academic Growth as measured by the PVAAS District Value Added Report. Systemic Challenge #3 (System #1) Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school. Aligned Concerns: 424 families reponded to the annual satisfaction survey.
53 Between 30% and 40% of 8th grade students do not continue to the 9th grade at Philadelphia Academy.
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Charter School Level Plan Action Plans Goal #1: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students. Indicators of Effectiveness: Type: Annual Data Source: Instructional Materials and Curriculum Guides Specific Targets: By the end of the 2017-‐18 School Year, 100% of all instructional materials used in all K-‐12 courses will be aligned to the PA Common Core Standards Type: Annual Data Source: Core Curriculum Frameworks and Pacing Guides Specific Targets: By the end of the 14-‐15 School Year, a format to document curricular alignment and instructional material selection will be created collaboratively and Board Approved. Type: Annual Data Source: School Performance Profile Results Specific Targets: By the end of the 14-‐15 school year, the School Performance Profile overall score will increase by 5.2 points from 74.8 to 80. Type: Annual Data Source: PSSA and Keystone Results
55 Specific Targets: By the end of the 2017-‐18 school year, there will be a 10 percentage point decrease in the number of students scoring Basic or Below Basic on all Assessments for all Student Groups
Strategies: Curriculum Mapping Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-‐ mapping-‐research ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping SAS Alignment: Standards, Materials & Resources
Implementation Steps: Conduct Review of Current Materials Description: Teachers will work collaboratively to review their core instructional materials and see how they align to the Common Core and 21st Century Skills. 100% of subjects will have an alignment document completed by the end of February. Start Date: 1/5/2015 End Date: 2/28/2015 Program Area(s): Professional Education Supported Strategies: •
Curriculum Mapping
Scope and sequence documents to be created, Board Approved, and posted to the website for all subjects and grade levels
56 Description: Every grade and subject needs to have a coherent scope and sequence document. A format for documentation will be collaboratively developed and utilized. Start Date: 3/1/2015 End Date: 6/30/2015 Program Area(s): Professional Education, Special Education Supported Strategies: None selected
Instructional Materials timelines to be developed for all grades and subjects. Description: To better priortize program purchases, the administrative team and finance personnel will review when programs were purchased, and will make a list by grade and subject. Start Date: 11/3/2014 End Date: 12/19/2014 Program Area(s): Professional Education, Special Education, Educational Technology Supported Strategies: None selected
Purchase new Core Programs on a cyclical basis Description: Core Program replacement will aid the teachers in the curriculum mapping process. Core programs will be replaced in order of need, as well as impact on overall test scores. Literacy, Mathematics, and Science will take precedence over other subject areas due to accountability measures. Start Date: 11/3/2014 End Date: 6/30/2018 Program Area(s): Professional Education, Special Education, Educational Technology Supported Strategies: None selected
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Training on Curriculum Mapping Description: Staff will benefit by a professional development session on Curriculum Mapping Start Date: 11/3/2014 End Date: 6/30/2015 Program Area(s): Professional Education Supported Strategies: None selected
Curriculum Mapping Format to be determined by administrative team Description: For staff to be able to create curriculum maps, the School-‐Based Leadership Team will research and determine the best format for documentation and will distribute to staff. Start Date: 11/3/2014 End Date: 1/30/2015 Program Area(s): Professional Education Supported Strategies: None selected
Teachers to create curriculum maps for their given grade/subject area Description: 100% of subjects will have a curriculum map by the end of the 2017-‐18 school year and will be reviewed cyclically. Start Date: 11/3/2014 End Date: 6/29/2018 Program Area(s): Professional Education Supported Strategies: None selected
58 Goal #2: Ensure that there is a system within the school that fully ensures school-‐wide use of data that is focused on school improvement and the academic growth of all students Related Challenges: •
Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.
Indicators of Effectiveness: Type: Interim Data Source: Keystone Exam Results in Literature, Algebra I, and Biology Specific Targets: There will be a 20 percentage point decrease in the number of students scoring Basic or Below Basic on the Algebra I and Biology Keystone Exams for all student groups and a 10% decrease in the number of students scoring Basic or Below Basic on the Literature Keystone Exam for all student groups.
Strategies: Data Analysis Procedures, Data-‐Informed Instruction, Data Teams & Data Warehousing Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf ) SAS Alignment: Assessment, Instruction
Implementation Steps: Administrator and Staff Training on Compass Learning Program Description: Staff development and training for the Compass Learning Program. Evidence will be through meeting agendas and minutes and training materials. Start Date: 11/21/2014 End Date: 11/21/2014
59 Program Area(s): Professional Education, Special Education, Educational Technology Supported Strategies: •
Data Analysis Procedures, Data-‐Informed Instruction, Data Teams & Data Warehousing
Implementation of Compass Learning Program and development of data analysis protocols Description: Principal and Learning Leaders will supervise and implement the Compass Learning Program and will develop a schedule of and documentation forms for data analysis. Start Date: 11/3/2014 End Date: 6/30/2015 Program Area(s): Professional Education Supported Strategies: •
Data Analysis Procedures, Data-‐Informed Instruction, Data Teams & Data Warehousing
Review Options for Formative Assessments at the High School Level and Select best option. Description: All options for HS formative assessments will will reviewed, and vendor meetings will be scheduled for best options. Select best option. Start Date: 9/3/2013 End Date: 9/2/2014 Program Area(s): Professional Education, Student Services Supported Strategies: •
Data Analysis Procedures, Data-‐Informed Instruction, Data Teams & Data Warehousing
60 Goal #3: Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school. Indicators of Effectiveness: Type: Interim Data Source: Revision of the mission, vision, and shared values of the Philadelphia Academy Charter for the duration of the comprehensive planning term and beyond. Specific Targets: All members will know and be able to articulate the mission, vision, and shared values of the Philadelphia Academy Charter School as evidenced by survey data, formal and informal communications and school visuals and communications.
Strategies: Strategic Planning Processess Description: Clearly articulated mission statement and strategic planning processes are best practices in high achieving schools. Philadelphia Academy has not had any major revisions since 2012, and those revisions were not necessarily inclusive of all stakeholder groups. SAS Alignment: Safe and Supportive Schools
Implementation Steps: Review Current Mission, Vision, and Shared Values with all members of the school community
61 Description: Review current strategic planning documents with teachers, students, and parents. Meeting minutes and agendans will be evidence of implementation. Start Date: 1/5/2015 End Date: 1/4/2016 Program Area(s): Professional Education, Student Services Supported Strategies: •
Strategic Planning Processess
Develop and Implement Core Values Surveys Description: Surveys of the school community of the Core Values of PACS to be developed and utilized in the revision of the Mission and Vision Statments. Survey Data from all stakeholder groups will evidence implementation. Start Date: 1/5/2015 End Date: 2/27/2015 Program Area(s): Educational Technology Supported Strategies: •
Strategic Planning Processess
Create Strategic Planning Committee/Utilize Parent Advisory Council Description: A commiittee (either newly formed or PAC) of a variety of stakeholders should be established to aid in the development of new Mission and Vision statements Start Date: 1/5/2015 End Date: 2/27/2015 Program Area(s): Professional Education
62 Supported Strategies: •
Strategic Planning Processess
